GIFT  OF 


PRINCIPLES,  PLANS  AND  PURPOSES 

of  the 

EDUCATIONAL  PROGRAM 

of  the 

RECRUIT  EDUCATIONAL  CENTER 
CAMP  UPTON,  NEW  YORK 


WOODROW  WILSON 


PRINCIPLES,   PLANS   AND   PURPOSES 

of  the 

EDUCATIONAL   PROGRAM 


RECRUIT  EDUCATIONAL   CENTER 

CAMP  UPTON,  N.  Y. 


GIFT 


GENERAL  JOHN  J.  PERSHING 


/->»  -^ 


Foreword 


I  HE  subject  matter  contained  herein  was  prepared  at  the 
Recruit  Educational  Center,  Camp  Upton,  New  York, 
which  has  been  in  operation  since  May  1,  1919. 

The  normal  length  of  the  course  at  the  Recruit  Edu- 
cational Center  is  four  months.  The  students  are  all  men 
who  have  been  enlisted  as  illiterate  and  non-English 
speaking.  The  men  are  grouped  together  in  an  organization  consisting 
of  two  battalions.  The  program  consists  of  about  three  and  one-half 
hours'  military  drill  and  three  hours'  actual  school  work.  The  full  power 
of  the  military  control  is  used  to. compel  the  maximum  attendance. 

Several  methods  of  teaching  have  been  tried  out  and  discarded  until 
gradually  the  present  method  has  been  evolved. 

The  course  was  originated  and  developed  by  Captain  Garry  C.  Myers, 
Sanitary  Corps,  Director  of  Education,  who  was  assisted  in  the  work  of 
developing  details  by  practically  the  entire  corps  of  instructors  of  the 
Recruit  Educational  Center.  Space  does  not  permit  mentioning  the  names 
of  the  individuals  concerned,  but  to  all  of  them  the  Recruit  Educational 
Center  acknowledges  due  credit.  The  military  stories  were  originated 
and  developed  by  First  Lieutenant  Walter  H.  Wells,  Infantry,  under  the 
supervision  of  Major  Louis  T.  Byrne,  Infantry,  United  States  Army, 
commanding  the  center. 

This  course  is  being  sent  out  with  the  belief  that  it  will  be  found  of 
great  assistance  in  teaching  men  throughout  the  service,  who  (while  they 
have  been  classified  as  literate  when  they  entered  the  service)  require  a 
better  knowledge  of  the  English  language  to  enable  them  to  perform 
properly  the  duties  of  a  soldier. 

Wall  charts,  word  cards,  penmanship  strips  and  writing  scale  men- 
tioned herein  may  be  obtained  on  requisition  to  the  War  Department. 

SCHOOL  OFFICE, 
RECRUIT  EDUCATIONAL  CENTER. 

CAMP  UPTON,  N.  Y.,  JUNE,  1920. 

4  /f   *  o  -\  *w 

4v 


PRINCIPLES,  PLANS  AND  PURPOSES  OF  THE  EDUCA- 
TIONAL PROGRAM  OF  THE  RECRUIT 
EDUCATIONAL  CENTER,  CAMP 
UPTON,  N.  Y. 


HE  Recruit  Educational  Center  is  interpreted  as  a  mis- 
sionary enterprise  in  Americanization.  The  hope  of  the 
school  is  not  only  to  train  and  educate  illiterates  for  the 
army,  but  also  to  spread  through  these  men  as  mission- 
aries the  wish  among  the  adults  of  the  home  communi- 
ties to  learn  to  read  and  write,  and  to  stimulate 

sentiment    in    favor    of    better    educational    opportunities    for    coming 

generations. 

Attempt  has  been  made  in  construction  of  the  course  of  study,  to 
take  account  of  the  following:  1.  Human  appeal  around  the  main  project, 
"a  letter  home  in  the  man's  own  hand  and  composition  at  the  end  of  three 
weeks."  2.  Of  suggestions  (a)  for  the  man  to  do  his  best;  (b)  of  the 
nobility  of  the  soldier's  job;  (c)  that  the  soldier  receives  much;  (d)  that 
in  the  Army  he  learns  those  things  that  will  promote  his  health  and  useful- 
ness; (e)  that  he  owes  much;  (f)  that  in  appreciation  of  what  he  gets 
he  will  be  happy  to  serve  his  country.  3.  That  all  suggestions  of  proper 
habits,  duties  and  virtues  are  most  effective  when  camouflaged  and,  espe- 
cially when  the  learner  unwittingly  becomes  a  teacher  of  those  duties  and 
ideals  which  it  is  desired  he  shall  get.  4.  That  the  school  and  Army,  of 
which  the  school  is  a  part,  should  be  "sold"  to  the  men.  5.  That  the 
Army,  through  its  schools,  will  be  the  means  through  which  will  be  de- 
veloped a  broader  mastery  of  English ;  a  wider  familiarity  with  the  ideals 
and  traditions  of  America;  and  a  more  genuine  and  effectual  feeling  of 
devotion  and  esteem  for  these  ideals. 

Perhaps  the  three  outstanding  features  of  this  curriculum  are  (a) 
strong  emotional  appeal,  (b)  appeal  through  the  learner's  suggestibility, 
(c)  and  the  concealed  device  to  lead  the  learner  to  become  a  teacher  of 
what  it  is  desired  he  shall  make  his  own. 


Incidentally  the  whole  course  of  study  takes  into  account  the  morale 
of  the  learner.  Apropos  of  this  is  the  course  in  public  speaking,  wherein 
the  recruit's  motive  is  to  learn  to  speak  so  as  to  go  back  among  the  home 
folk  to  make  recruiting  speeches.  Cases  are  found  of  men  who  pre- 
viously were  chronic  kickers,  but  who  upon  making  an  impromptu  imag- 
inary recruiting  speech  presented  with  wonderful  enthusiasm  the  oppor- 
tunities of  the  school  and  the  army.  Thereafter  such  men  become  boosters 
instead  of  knockers.  Some  men  not  in  school  long  enough  to  learn  to 
write  legibly  or  to  read  much,  tell  in  imaginary  recruiting  speeches  of  how 
they  once  could  not  write  their  names  or  read  a  letter  from  home,  but 
how  they  write  letters  home  now  with  ease  and  can  read  the  newspaper. 
Of  course  such  men  soon  measure  up  to  their  imaginary  achievement. 

For  the  purposes  of  administration  the  course  is  divided  into  six 
grades,  with  ten  lessons  to  a  grade.  These  grades  are  arbitrary  and  are 
not  to  be  interpreted  as  grades  of  the  traditional  public  school.  They 
are  merely  six  grades  of  this  school. 

For  each  grade  there  is  a  volume  of  lessons  of  24  pages  elaborately 
illustrated  with  engravings,  cartoons  and  caricatures.  The  first 
three  grades  lead  up  to  writing  letters  home,  and  develop  for  such  letters 
suggestions  that  are  designed  to  further  the  best  interests  of  the  army, 
the  soldier  and  his  friends  at  home.  The  last  two  books  are  of  biographi- 
cal nature,  and  the  fourth  grade  represents  a  kind  of  bridge  between  these 
and  the  earlier  books,  which  offer  a  more  definitely  suggestive  type  of 
lesson.  The  fifth  grade  lessons  are  designed  with  the  special  view  of 
appealing  to  the  pride  of  the  non-English  speaking  man  and  at  the  same 
time  to  point  out  to  the  English  speaking  man  the  fact  that  his  non-English 
speaking  comrades  represent  nationalities  among  whom  there  have 
been  heroes  relatively  as  great  as  the  heroes  of  America.  Thereby  it  is 
desired  to  develop  a  respect  for  sacrifice  and  patriotic  service,  regardless 
of  the  country  from  which  a  man  or  his  parents  have  come.  The  sixth 
grade  obviously  puts  the  emphasis  on  great  American  with  a  view  to 
awakening  the  pride  and  esteem  of  every  soldier  for  our  country, 
and  to  make  him  proud  that  he  is  a  soldier  in  the  American  Army. 
These  sixth  grade  biographies  are  supplemented  by  "Modern  Americans," 
by  Sanford  and  Owen. 

The  military  stories,  a  supplementary  volume,  are  illustrative  of  the 
general  plan  to  humanize  the  curriculum  by  emotional  appeals.  More- 
over, they  motivate  in  learning  the  army  drill  regulations  and  other  mili- 
tary literature.  These  lessons  supplement  the  regular  lessons  for  the  fifth 
and  sixth  grades. 

5 


In  addition  to  these  lessons,  short  talks  of  about  five  minutes  on  mat- 
ters of  military  courtesies  and  customs  are  given  twice  a  week  before  all 
classes  by  a  line  officer  who  passes  from  class  to  class  to  do  so.  Every 
teacher,  moreover,  is  held  responsible  for  an  alert  soldierly  bearing  of  the 
men  in  the  classroom.  This  the  teacher  effects  not  by  force  but  by  sug- 
gestion through  his  own  personality.  The  very  few  cases  for  discipline 
are  referred  through  the  Commanding  Officer  of  the  Center  to  the  appro- 
priate company  commander.  These  facts,  together  with  the  attractive 
program  set  forth  in  General  Order  No.  7,  Recruit  Educational  Center, 
February  19,  1920,  indicate  the  very  close  co-ordination  of  the  school 
program  and  the  strictly  military  program.  By  this  order  there  was  es- 
tablished an  effectual  scheme  by  which  school  attendance  was  doubled 
and  the  strictly  military  organizations  were  made  responsible  for  checking 
up  attendance. 

The  method  of  moving  men  to  and  from  classes  is  simple.  It  is  more- 
over contributory  to  development  of  responsibility  and  leadership.  Each 
company  is  broken  up  into  sections  corresponding  to  the  class  to  which 
the  men  belong.  The  section  leader  marches  his  men  at  attention  into  the 
classroom  and  reports  for  his  section  to  the  teacher.  In  like  manner  this 
section  leader  marches  his  men  away  from  school.  As  a  further  bit  of 
reorganization  there  was  created  a  classification  station,  whereby  a  means 
was  effected  for  protecting  the  men  from  contagion  and  the  school  from 
the  handicaps  incident  to  quarantines.  During  the  period  of  classification 
the  men  are  classified,  on  the  basis  of  their  literacy  and  intelligence 
ratings,  for  the  school.  Best  of  all  these  orders  provide : 

(Par.  5)  "During  the  first  month  of  enrollment  figured  from  the  day 
after  discharge  from  the  classification  station,  recruits  will  not  be  detailed 
for  any  company  or  other  fatigue.  Their  only  duties  will  be  military 
instruction  and  the  educational  course." 

As  a  result  of  this  order  the  recruit  is  enabled  to  spend  the  first 
month  uninterruptedly  in  school  just  at  the  time  it  is  desired  to  sell 
the  school  to  him. 

Every  lesson,  while  primarily  a  lesson  in  reading  and  writing,  is  at 
the  same  time  a  lesson  in  history,  civics,  hygiene  and  other  elementary 
knowledge  essential  to  making  the  men  useful  Americans.  There  are, 
however,  brief,  simple,  definite  graded  lessons  in  numbers,  embracing  the 
rudiments  of  arithmetic.  Even  here  attempt  is  made  to  incorporate  num- 


bers  as  a  part  of  the  basic  course  by  means  of  simple  projects,  thereby 
motivating  further  mastery  of  English.  The  basic  number  requisites  for 
each  grade  appear  on  pages  15-16. 

Supplementing  this  basic  course  of  lessons  with  their  cards  and 
charts  is  a  reading  course  to  and  by  the  men,  a  list  of  which  is  hereto 
appended.  Human  appeal  predominates  in  these  books  and  pamphlets, 
especially  human  struggles,  sacrifice,  service  and  victories ;  therefore  a 
large  number  are  of  biographical  nature.  Many  of  the  pamphlets, 
however,  are  selected  because  of  their  imaginative  appeal.  Several 
are  read  from  time  to  time  as  a  part  of  the  regular  class  program. 

A  very  decided  advantage  in  the  pamphlet,  in  addition  to  its  cheap- 
ness and  serviceability,  is  the  definite  unit  of  progress  it  suggests  to  the 
learner.  Nothing  to  the  learner  is  so  important  as  assurance  that  he  is 
advancing.  For  this  reason  the  basic  course  was  printed  in  small  volumes, 
one  for  each  grade. 

Furthering  the  routine  class  program  is  the  reading  room  in  charge 
of  a  skilled  teacher  who  can  make  the  men  want  to  visit  this  room  and 
want  to  read  books.  Here  she  reads  to  those  who  cannot  read  and  writes 
letters  for  those  who  cannot  write.  The  evening  voluntary  reading  period 
is  preceded  by  a  "sing"  of  fifteen  minutes.  (Adjoining  this  reading  room 
is  the  Chaplain's  office,  where  the  men  are  free  to  go  with  their  troubles 
and  to  seek  domestic  and  spiritual  advice.  For  the  morale  of  the  Center 
and  the  immediate  school  morale  the  Chaplain  is  indispensable  to  the 
R.  E.  C).  At  certain  hours  of  the  day  those  men  making  greatest 
progress  in  their  respective  classes  are  sent,  by  way  of  reward,  to  this 
reading  room.  Copies  of  all  books  and  pamphlets  of  the  classroom  are 
also  in  this  reading  room.  All  other  books  merely  further  the  general 
purpose  of  the  classroom. 

The  range  of  books  is  purposely  limited  and  there  are  several  copies 
of  most  books  with  a  view  toward  concentration  on  the  things  most  de- 
sired and  toward  a  community  of  interest.  In  this  reading  room  are  also 
current  magazines  and  daily  papers.  Duplicates  of  many  of  these  books 
are  also  in  the  company  recreation  rooms.  The  most  popular  of  these 
books  are  put  on  sale  at  the  post  exchange.  The  average  camp  library 
does  not  have  the  kind  of  books  most  needed  by  the  men  of  the  R.  E.  C. 

Before  the  recruit  has  learned  to  read  he  is  taken  by  his  teacher  to 
the  camp  library,  where  he  is  shown  books  which  he  can  handle,  with  a 
view  to  stimulating  a  wish  in  him  to  learn  to  read  such  books.  The  upper 
grades  are  led  frequently  to  the  library  where  they  are  aided  in  the  choice 
and  use  of  books. 


In  the  main  hall  of  the  school  building  at  either  entrance  on  the 
outside  of  the  building  there  is  a  large  blackboard  on  which  appears  daily 
the  world  news  in  a  few  short  sentences.  These  the  men  read  on  their 
way  to  and  from  classes.  In  the  upper  grades  these  same  news  sentences 
are  read  and  discussed  in  class.  A  more  elaborate  presentation  of  news, 
comprising  also  matters  of  local  interest,  is  the  R.  E.  C.  Weekly,  which 
is  a  mimeographed  sheet  of  news  put  into  simple  language  and  distributed 
among  all  men  above  the  second  grade. 

Attempt  is  made  to  give  the  teacher  wide  latitude  for  individual  ex- 
pression in  teaching,  and  in  every  way  encourage  initiation  of  teaching 
devices  and  suggestions  for  improvement  of  the  school.  Obviously  the 
Recruit  School,  to  be  really  effective,  demands  teachers  of  excellent 
physique,  personality,  adaptability  and  academic  and  pedagogical  training. 

Furthermore  there  must  be  training  of  the  teacher  for  his  specific 
work.  In  addition  to  regular  teachers'  meetings  in  which  routine  matters 
are  discussed  and  general  teaching  methods  are  presented  there  is  given 
a  weekly  course  of  one  hour  by  the  Director  of  Education  in  the  Learning 
Process.  This  comprises,  in  addition  to  the  lectures,  a  selected  reading 
course. 

Correlative  with  the  lessons  of  the  first  two  grades  there  are  wall 
reading  charts,  and  large  cards  on  which  are  presented  in  script  and  print 
on  the  same  page  all  the  new  words  of  each  lesson. 

The  cards  are  used  as  follows :  During  the  man's  first  lesson  in 
school  the  cards  comprising  all  the  words  of  lesson  one  are  slowly  pre- 
sented and  distinctly  pronounced.  Each  soldier  receiving  the  card  pro- 
nounces it  after  the  teacher,  then  the  whole  class  in  concert  pronounce  it. 
The  recipient  of  the  card  is  told  that  he  has  a  new  name  which  he  must 
remember,  and  that  when  this  new  name  is  called  he  must  answer  with  his 
new  name.  After  several  cards  have  been  distributed  the  teacher  "calls 
the  roll"  enough  to  put  the  men  on  the  alert.  When  all  cards  are  dis- 
tributed a  complete  roll  is  called,  each  man  presenting  his  word  to  the 
view  of  the  class  as  he  answers  by  that  word.  Then  the  men  are  told  to 
take  places  at  double  time  to  the  front  of  the  room  and  face  the  class  with 
cards  held  in  front  of  them.  The  teacher  so  calls  that  the  first  human  sen- 
tence "I  want  to  learn  good  English"  is  formed.  Each  man  in  the  row 
repeats  his  new  name  in  turn.  Then  several  other  men  of  the  room,  and 
finally  the  class,  read  the  sentence  in  concert.  In  like  manner  several 
other  sentences  are  formed.  Later  individuals  form  sentences  against  the 
blackboard  with  the  cards,  and  all  sorts  of  variations  are  resorted  to.  Dur- 
ing the  period  the  men  exchange  cards  and  thus  adopt  new  names  and 
more  easily  learn  new  words. 

8 


Beginning  with  the  second  lesson  the  cards  are  used  for  teaching 
spelling.  The  men  are  shown  that  the  script  words  are  made  up  of  parts 
but  only  those  letters  are  learned  which  are  needed.  Of  course,  the 
printed  word  always  appears  above  the  script  word.  Only  the  script  is 
read  and  spelled  during  the  first  grade  lessons.  The  print  words  and  let- 
ters come  incidentally.  In  addition  to  read  and  write  the  spelling  of  the 
man's  first  name  is  studied  during  the  second  lesson.  This  the  teacher 
presents  to  the  man  carefully  written  on  a  slip  of  paper.  During  the  sec- 
ond day  the  man  also  has  his  first  writing  lesson  of  10  minutes,  in  which 
he  practises  on  the  single  letters  of  his  name,  and  if  time  permits,  to  read 
and  write. 

The  writing  course  is  fashioned  after  the  model  letters  used  by  the 
New  York  City  schools,  copies  of  which  are  on  placards  on  the  walls. 
There  is  also  a  graded  series  of  writing  models  written  on  cardboard  slips, 
which  can  be  slid  progressively  down  the  page  for  each  successive  line  so 
that  the  learner  always  has  this  perfect  model.  This  slip  can  be  attached 
by  paper  clips  to  one-half  of  a  Manila  folder  10  by  15  inches,  so  that  the 
writing  sheet  can  be  slid  through,  adjusting  the  new  line  in  order  to  have 
the  model  always  immediately  above  it.  An  Army  writing  scale  has  beer* 
developed,  which  is  of  great  value  to  the  learner  as  well  as  to  the  teacher. 

The  men  are  first  classified  on  the  basis  of  their  literacy  as  to  grade. 
Within  the  grade  they  are  assigned  to  sections  in  accordance  with  their 
intelligence  rating  on  the  basis  of  the  army  tests.  In  the  first  grade,  for 
example,  there  are  four  sections,  with  a  very  bright  section,  a  very  dull 
section  and  two  other  sections  proportional. 

Inasmuch  as  increments  of  men  vary  in  respect  to  their  intelli- 
gence, and  since  the  size  and  number  of  classes  of  the  first  grade  are  lim- 
ited, the  range  of  numerical  intelligence  ratings  from  time  to  time  for  each 
of  the  several  sections  of  the  first  grade  must  necessarily  shift.  In  case, 
for  example,  a  given  increment  of  men  practically  all  fall  below  the  range 
of  ratings  for  the  best  section  of  grade  one,  and  this  section  is  very  small 
with  the  other  sections  large,  there  would  necessarily  have  to  be  a  sliding 
up  of  some  of  the  men  of  the  next  lower  section  to  the  higher  section 
(class)  so  as  to  keep  the  classes  approximately  of  the  same  size  and  still 
ranking  on  the  basis  of  their  relative  intelligence  ratings.  Therefore,  in 
use  of  intelligence  ratings  for  classifying  learners,  not  the  absolute  ratings 
(or  norms)  can  be  considered  but  only  relative  ratings  can  be  taken  intc 
account.  Absolute  ratings  are  necessary  only  for  exceptional  cases  and 
for  the  purpose  of  elimination  of  the  lowest  extremes.  This  scheme  ha? 
proved  very  satisfactory,  for  the  men  of  the  best  section  can  advance 

9 


about  three  times  as  fast  as  the  men  of  the  poorest  section.  Furthermore, 
knowing  the  relative  intelligence  of  any  section  the  Director  of  Education 
can  measure  with  considerable  ease  the  efficiency  of  the  teacher  of  that 
section. 

To  a  casual  observer  this  plan  seems  to  ignore  the  difference  between 
the  strictly  English  speaking  and  the  non-English  speaking  man.  To  be 
sure,  for  teaching  purposes,  there  are  some  advantages  in  segregation  as 
was  heretofore  tried  out ;  but  such  segregation  defeated  the  very  purpose 
for  which  this  institution  stands,  namely,  Americanization,  since  it  exag- 
gerated the  gap  between  the  two  groups,  as  a  result  of  which  there  grew 
up  a  feeling  of  mutual  antagonism.  As  a  result  of  this  new  classification 
only  native  capacities  and  efforts  are  taken  into  account  and  the  men  of 
whatever  language  are  clearly  shown  that  this  is  the  leading  aim  of  the 
American  Republic. 

Learning  of  English  is  not  limited  to  the  classroom.  It  carries  into 
the  theatre,  the  drill  field,  the  recreation  rooms  and  the  reading  room. 
Twice  a  week  the  men  of  the  whole  organization  meet  in  the  theatre  to 
sing  popular  and  patriotic  songs  under  a  leader  who  makes  every  song 
a  lesson  in  English,  manhood  and  Americanism.  On  the  drill  field  they 
learn  to  give  their  own  commands  as  they  drill  to  the  "Cadence  System 
of  Close  Order  Drill,"  written  by  Lieutenant  Colonel  Bernard  Lentz, 
G.  S.  By  this  method  there  is  brought  into  play  the  verbal,  motor  and 
auditory  appeal,  all  of  which  are  very  essential  in  the  teaching  of  English. 
In  the  recreation  room  they  find  the  kind  of  books  that  have  had  most 
appeal  in  school  and  read  the  current  magazines  and  daily  papers. 

Every  effort  is  made  to  urge  the  man  while  in  the  R.  E.  C.  to  con- 
tinue his  study  in  the  vocational  school  after  graduation  and  assignment 
to  a  permanent  organization. 


10 


SUPPLEMENTARY  READINGS. 

^     7  ,  7      ..  To  be  read  by  the  teacher 

1  o  be  read  by  the  men 

.     ./       ,  m  class   or   by   the   men, 

in  the  class. 

outside   of  school. 

GRADE  ONE. 

Boyhood  of  Washington 
Boyhood  of  Lincoln 
Stories  from  Andersen 
Patriotic  Stories 
Story  of  Wool 
Story  of  the  Mayflower 
Jack  and  the  Beanstalk 
GRADE  Two. 

Patriotic  Stories  Indian  Children's  Tales 

Stories   from  Andersen  Story  of  Washington 

Story  of  Columbus 
Story  of  Franklin 
Story  of  the  Pilgrims 
Stories  of  the  Revolution 
Poems  Wrorth  Knowing 
Story  of  Robinson  Crusoe 
Famous   Early  Americans 
Story  of  the  Boston  Tea  Party 
Greek  Myths 
Story  of  Flax 
Story  of  Glass 
GRADE  THREE. 

Boyhood  of  Washington  Story  of  Lincoln 

Boyhood  of  Lincoln  Daniel  Boone 

Story  of  the  Mayflower  Lexington  and  Bunker  Hill 

Jack  and  the  Beanstalk  Stories  of  the  Backwoods 

Beacon  Second  Reader*  American  Inventors — 

Carroll  and  Brooks  Second  Reader*          Morse  and  Edison 
Lippiricott's  Second  Reader*  Whitney  and  Fulton 

Joan  of  Arc 
Night  before  Christmas 
Hansel  and  Gretel 
Story  of  Coal 
Story  of  Wheat 
Story  of  Cotton 
Story  of  Printing 

11 


GRADE  FOUR. 


Story  of  the  Pilgrims 
Story  of  Franklin 
Story  of  Washington 
Story  of  Columbus 
Story  of  Robinson  Crusoe 
Stories  of  the  Revolution : 

Ethan  Allen 

Famous  Early  Americans 
Poems  Worth  Knowing 
Beacon  Second  and  Third  Readers* 
Carroll    and    Brooks    Second    and 

Third  Readers* 
Lippincott's     Second     and     Third 

Readers* 


Nathan  Hale 

General  Grant 

Robert  E.  Lee 

Life  in  the  Colonial  Days 

Story  of  the  Flag 

History  in  Verse 

King  of  the  Golden  River 

The  Golden  Touch 

Story  of  Alladin  and  Alibaba 


GRADE  FIVE. 


Story  of  Lincoln 
Daniel  Boone 

Lexington  and  Bunker  Hill 
Stories  of  the  Backwoods 
American  Inventors — 
Whitney  and  Fulton 
Joan  of  Arc 
Beacon  Third  Reader 
Carroll  and  Brooks  Third  Reader 
Lippincott's  Third  Reader 
Story  Hour  Reader 


Lewis  and  Clark  Expedition 

Heroes  of  the  Revolution 

Story  of  Lafayette 

Stories  of  Courage 

Stories  of  Heroism 

Story  of  Rip  Van  Winkle 

Selections  from  Holmes 

Story  of  Georgia 

Story  of  Tennessee 

Story  of  Kentucky 

Story  of  West  Virginia 

Golden  Fleece 

Gifts  of  the  Forest 

Ten  Selections  from  Longfellow 

Thrift  Stories 

Greek  Stories 

Pilgrim's  Progress 

Great  European  Cities — 

London,  Paris,  Rome,  St.  Peters- 
burg 

Story  of  the  Aeroplane 

Story  of  Leather 

Story  of  Iron 

Story  of  Wheels 


12 


GRADE  Six. 


Story  of  Aladdin  and  Alibaba 

Nathan  Hale 

General  Grant 

Robert  E.  Lee 

Life  in  the  Colonial  Days 

Story  of  the  Flag 

History  in  Verse 

King  of  the  Golden  River 

The  Golden  Touch 

Beacon  Third  and  Fourth  Readers* 

Carroll  Brooks'  Third  and  Fourth 

Readers* 

Lippincott's  Third  Reader* 
Story  Hour  Reader* 
Book  Three  and  Book  Four* 
Home  and  Country  Reader* 
Books  One  and  Two 


Stories  from  Grandfather's  Chair 
Oregon  Trail 
Last  of  the  Mohicans 
Lamb's  Tales  from  Shakespeare 
Tales  of  the  Wayside  Inn 
Man  Without  a  Country 
Washington's   Farewell  Address 
Bunker  Hill  Address 
Speeches  of  Lincoln 
The  Nurnberg  Stove 
Buffalo  Bill  and  the  Indian  Trail 
Carpenter's  Geographical  Readers* 
— North  America,  South  Ameri- 
ca,  Europe,   Asia,   Africa,   Aus- 
tralia and  the  Islands  of  the  Sea 
How  the  World  is  Fed 
How  the  World  is  Clothed 
How  the  World  is  Housed 
The  Beginners'  American  History, 
by  Montgomery* 

All  the  books  above  are  in  pamphlet  form,  except  those  marked 
thus  (*).  They  cost  from  6  to  10  cents  apiece. 

It  should  be  noted  that  the  books  which  are  read  to  the  men  are  pur- 
posely selected  so  as  to  be  about  two  grades  higher  than  those  the  men  are 
to  read  themselves. 

Copies  of  most  of  these  books  are  also  placed  at  the  disposal  of  the 
men  in  the  recreation  room  of  each  company  and  copies  of  all  of  them, 
together  with  several  copies  of  the  cloth  bound  books  listed  below,  are 
within  easy  access  of  all  the  men  in  the  Reading  Room. 

Baldwin — Fifty     Famous     Stories     Burgess — Adventures     of     Reddy 


Retold 

Brockham — Gulliver's  Travels 
Brook — The  True  Story  of  Lincoln 
The   True    Story    of    U.    S.    of 

America 

The  American  Soldier 
Bruce — Daniel     Boone     and     the 
Wilderness  Road 


Fox 

Adventures  of  Johnny  Chuck 
Old  Mother  West  Wind 
Mother    West    Wind    and    her 

Friends 
Bird  Book 
Channing— First  Lessons  in  U.  S. 

History 


13 


Cooper — Last     of     the     Mohicans. 

Illus.  by  Wyeth 
Cox — The  Brownies  Abroad 

The  Brownies  Around  the  World 
Cruikshank — Fairy  Book 
Dasent — Norse  Fairy  Tales 
Dodge — Hans  Brinker  and  the  Sil- 
ver Skates   (New  Amsterdam 
Ed.) 
Faris — Makers  of  our  History 

Franklin's  Autobiography 
Graves — Irish  Fairy  Book 
Goss,  W.  L.— Boy's  Life  of  Sheri- 
dan 

Hagedorn — Boy's   Life   of   Roose- 
velt 

Hale — Peterkin  Papers 
Harris — Nights  with  Uncle  Remus 
Hawthorne  —  Wonderbook     and 

Tanglewood  Tales 
Herdman — Story  of  United  States 
Holland — Lafayette,  We  Come 
Johnston — Capt.  Jno.  Smith 
Jonekhure — When  I  was  a  Boy  in 

Belgium 
Kingsley — Water  Babies.    Illus.  by 

Smith 

Kipling — Just  So  Stories 
Longfellow — Hiawatha.     Illus.   by 

Wyeth 
Lucas — Andersen's  Fairy  Tales 


Mark  Twain — Huckleberry  Finn 
Tom  Sawyer 
Travels  at  Home 
Travels  in  History 

McDonnell — Italian  Fairy  Book 

Mokrievitch — When  I  was  a  Boy  in 
Russia 

Morgan — Life  of  Roosevelt 
Parkman — Heroes  of  Today 
Plutarch's  Lives 

Pogamy — Hungarian  Fairy  Book 
Pyle— Wonder  Clock 

Ransome — Old       Peter       Russian 
Tales 

Rhead — Andersen's  Fairy  Tales 
Rhead — Swiss  Family  Robinson 
Rhys — English   Fairy  Book 
Roosevelt's  letters  to  his  Children 

San  ford     and     Owen  —   Modern 

Americans 
Modern  Europeans 

Schoolcraft — Indian  Fairy  Book 

Scudder — Book  of  Fables 

Book  of  Folk  Stories 

Book  of  Legends 
Seton — Lives  of  the  Hunted 
Tarker — John  Paul  Jones 
Wiggins — Arabian  Nights 
Wyeth— The  Boy's  King  Arthur 


14 


MINIMUM  NUMBER  REQUIREMENTS 

GRADE  ONE. 

Count  and  write  numbers  to  20. 

Addition  and  subtraction  of  one-place  numbers. 

Drill  on  number  combinations. 

Reading  numbers  to  3  places. 

Reading  time  from  a  watch. 

60  seconds  make  one  minute. 

60  minutes  make  one  hour. 

24    hours  "make  one  day. 
7  days  make  one  week. 
365  days  make  one  year. 

GRADE  Two. 

Count  by  2's  to  20. 

Addition,  subtraction  and  multiplication  with  carrying  and  borrow- 
ing; short  division  by  2's,  with  two  and  three  place  numbers;  division 
only  into  even  numbers. 

2  times  table  to  2  times  10. 

12  inches  of  rope  make  one  foot  of  rope. 
3  feet  of  rope  make  one  yard  of  rope. 

GRADE  THREE. 

Reading  numbers  to  6  places. 

Drill  on  addition  and  subtraction;  multiplication  and  short  division 
by  3  and  4. 

3  times  table  to  3  times  10. 

4  times  table  to  4  times  10. 

2  pints  of  milk  make  one  quart  of  milk. 
4  quarts  of  milk  make  one  gallon  of  milk. 

15 


GRADE  FOUR. 

Reading  numbers  to  9  places. 

Multiplication  and  short  division  by  5,  6  and  7. 

5  times  table  to  5  times  10. 

6  times  table  to  6  times  10. 

7  times  table  to  7  times  10. 

16  ounces  of  meat  make  one  pound. 
2,000  pounds  of  coal  make  one  ton. 
5,280  feet  make  one  mile. 

GRADE  FIVE. 

Multiplication  and  short  division  by  8  and  9. 

8  times  table  to  8  times  10. 

9  times  table  to  9  times  10. 

2    pints  of  peanuts  make  one  quart  of  peanuts. 
8  quarts  of  peanuts  make  one  peck  of  peanuts. 
4  pecks  of  peanuts  make  one  bushel  of  peanuts. 

GRADE  Six. 

Fractions  (1/2,  1/3,  1/4,  1/8)  developed  by  projects. 
Long  division  by  one  and  two  place  numbers. 

Every  grade  will  be  developed  by  projects,  with  reviews  by  projects 
of  all  previous  grades. 


16 


THE  R.  E.  C.  WRITING  SCALE 


as 


9 


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J( 


0, 


6 


C7 


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JP 


17 


"HOW  THE  SCALE  WAS  MADE": 

Each  of  938  men  of  all  sections  of  all  grades  in  the  school  of  The 
Recruit  Educational  Centre  made  copies  at  one  trial  of  writing  models. 
These  models  consisted  of  two  sentences,  each  printed  on  a  cardboard 
slip  eight  inches  by  two  inches,  from  specimens  written  by  the  author  of 
"The  Muscular  Movement  Penmanship."  From  these  938  specimens  every 
third  one  was  selected  until  309  were  drawn.  (A  few  specimens  impos- 
sible to  photoengrave  were  discarded.)  These  309  specimens  were  ranked 
by  each  of  27  teachers  of  the  school.  Printed  directions  for  the  ranking 
follow : 

1.  Distribute  these  specimens  in  6  piles  so  that  the  first  pile  will 
contain  the  poorest  specimens,  the  sixth,  the  best  specimens,  and  other 
piles  will  contain  specimens  with  equal  steps  between. 

2.  There  need  not  be  an  equal  number  in  each  pile.    They  may  or 
may  not  distribute  in  proportions  indicated  by  the  following  lines : 


123456 

3.  Consider  approximation  to  the  model  writing  slips  in  judging. 

4.  Each  teacher  will  copy  the  numbers  which  appear  on  the  speci- 
mens in  columns  corresponding  to  each  pile  (demonstrated.) 

5.  Each  teacher  will  sign  his  name. 

On  the  basis  of  the  combined  judgments  the  average  rank  of  each 
specimen  was  statistically  computed.  The  specimen,  which  on  the  average, 
ranked  poorest  and  the  one  which  ranked  best  were  first  selected  as  the 


18 


lower  and  the  upper  extremes.  Therefrom  the  exact  position  which  each 
of  the  other  four  specimens  on  the  scale  should  take  was  numerically 
computed.  The  specimens  from  among  the  309  whose  average  ranks 
were  the  same  as  those  determined  positions,  or  nearest  them!,  were 
selected.  In  case  several  specimens  tied  for  a  given  position  on  the  scale, 
the  closeness  of  agreement  among  the  judges,  and  the  engraving  qualities 
of  the  specimens,  were  taken  into  account. 

At  the  top  of  the  scale  is  the  model  from  which  the  specimens  were 
copied  by  the  men. 

This  scale  then,  represents  the  combined  judgment  of  27  teachers, 
reduced  to  a  concrete,  objective  basis. 

HOW  TO  USE  THE  SCALE 

To  determine  the  value  of  a  specimen  move  it  upward  from  the 
bottom  of  the  scale  until  a  specimen  of  corresponding  value  is  found. 


19 


1     RETURN     CIRCULATION  DEPARTMENT 

^     202  MqinJ-ibror 


RECCIRC 


1985 


UNIVERSITY  OF  CALIFORNIA,  BERKELEY 
FORM  NO.  DD6,60m,  1/83          BERKELEY,  CA  94720  „ 


I 


GENERAL  LIBRARY  -  U.C.  BERKELEY 


•VII    '••!!    •BUI    H| 

BDDQ77Q7S1 


